Research On Chinese Composition Teaching In Junior Middle School From The Perspective Of Integration Of Teaching Evaluation

With the further development of curriculum reform and the use of the new version of the second batch of textbooks,writing teaching has increasingly become a hot issue in the language sector.When it comes to writing,students are scared of it,and so are teachers.Students are at a loss for words or techniques,and teachers are overwhelmed by the lack of emotion in their assessment,resulting in high marks for writing but low effectiveness.In addition,with the promulgation of the new compulsory education language curriculum standards,learning task groups,teaching and assessment as a whole and other’buzzwords’have come back to the forefront of educators’minds.The new standards state that we should take the learning tasks as the main focus and combine them with relevant knowledge,situations,skills and resources to build language learning task clusters.The teaching of composition,as a systematic process,can be seen as a cluster of tasks,from choosing materials to conceptualising ideas to evaluating and re-creating,the whole stage requires a strong comprehensive ability of students.Although there has been an increasing amount of analysis of the concept of integration of teaching and assessment in the last two years,there has been relatively little research on the systematic application of teaching.These practical problems in composition require appropriate teaching strategies to change the status quo.The author therefore attempts to combine the concept of integrated teaching and assessment with composition teaching to investigate the implementation and application strategies of the concept in the field of writing teaching.The introductory part of the study is based on the significance of composition teaching to students’development,the problems of composition teaching today and the importance of the integration of the new composition teaching concept.The first chapter focuses on the connotation and theoretical basis of the integration of teaching and assessment,and analyses the value of this concept in guiding writing.The second chapter presents the necessity of combining the concept of teaching and assessment with the teaching of writing in junior high school by investigating and analysing the problems that exist in the teaching of writing in junior high school and the current situation of the application of teaching and assessment integration in junior high school writing teaching.The third chapter proposes strategies for the implementation of teaching composition under the integration of teaching and assessment in response to the current problems.The fourth chapter applies the integration of teaching and assessment to the actual teaching of composition,analyses the problems and causes in the actual teaching,and gives general thoughts on integrated teaching.In the concluding part of the thesis,the author summarises the findings and the main contents of the study,summarises the shortcomings of the study through comparative analysis,and puts forward his own ideas for improvement,in the hope that integrated writing teaching can effectively help writing teaching to escape from its difficulties and promote students’all-round development.